Common objects are made of materials that have obvious physical features which, although readily observable, may be overlooked by children. Helping young children to notice characteristic features -- scientifically referred to as properties -- equips them to discern common and distinct (diagnostic) features. Once children begin to recognise observable properties, links can be made to the suitability of materials for a variety of uses. This article describes an inquiry lesson that was co-taught by a science specialist teacher (author 1) and classroom teacher (author 2) in a kindergarten class. One hour per week is dedicated to science in the school timetable and the class teacher integrates science with other key learning areas where appropriate. To implement this learning experience in the classroom, or with a group of children at home, an assortment of objects that are made of different materials is needed. Examining physical materials and engaging in direct experiences provides a meaningful context for ideas sharing, open discussion, questioning, describing, classifying and expanding children's scientific vocabulary. Making use of everyday materials in the school or home environment also brings a level of familiarity that is conducive to the engagement of all students. Children's interest and scientific understanding can be extended through incorporating a range of materials that can be safely handled.